Kindergarten Unit on the Sun, Moon, Earth, Day and Night Stage 1 -- Desired Results Science Content Standard Addressed
SK.ESS2: Earth and Space Science The learner will be able to describe the influence of the sun and moon with relationship to day and night.
SK. REI2 The learner will be able to sort objects by comparing common traits and uncommon traits.
Other Content Area Standards Addressed
MK.MEA.4: Measurement: The learner will be able to measure the length of objects using nonstandard units; compare and sort objects by length.
MK.MEA.7: Measurement: The learner will be able to approximate and measure time as day or night; morning, afternoon, or evening; and yesterday, today, or tomorrow.
MK.DPS.3: Data Analysis, Probability, Statistics: The learner will be able to collect and organize data related to familiar experiences by using various methods to include counting, tallying and using stickers.
MK.DPS.5: Data Analysis, Probability, Statistics The learner will be able to make interpretations of data displayed in concrete or pictorial graphs.
LK.LIS1: Behaviors: Details/Name The learner will be able to listen to nursery rhymes, fairy tales and short stories for important details.
LK.LIS2: Response: Oral Presentations The learner will be able to listen and respond to oral messages.
LK.LIS6: Direction Follow: The learner will be able to follow directions with one and two steps.
RK.ROP.1: The learner will be able to interact with the text to construct and extend meaning.
RK.ROP.2: The learner will be able to use graphic organizers (lists, charts, diagrams, story maps, maps, and illustrations) to examine and visually represent relationships in a text.
RK.WAV.1: The learner will be able to identify and sort pictures of common objects into basic categories.
RK.WAV.2: The learner will be able to increase his/her vocabulary over time through interaction and use in different contexts.
Also, see note on technology use in Unit Overview below.
Enduring Understanding/Goal
There is a relationship between the way the sun, earth and moon interact.
The sun is the center of our solar system
The earth has one moon.
Essential Questions
How do the sun, moon and earth affect each other and me?
Student Objectives (Learning Outcomes)
Students will be able to:
Describe the relationship of the sun to the Earth as the sun rises and sets on the horizon.
Identify objects in the day and night sky.
Describe the physical characteristics of the sun, Earth, and moon.
Compare and contrast the characteristics of the sun and moon.
Stage 2 -- Assessment Evidence Performance Tasks
Students will:
Present a sequence of drawings of day and night sky.
Create a poster showing day and night activities using a graphic software ; i.e Kidpix or MS Paint program
Document their activities throughout the day with the use of a video camera and share.
Document the movement of the sun through the comparison of shadows using the digital camera.
Use the Promethean board to project different pictures with shadows and sort the pictures based on a progressing time line.
Other Evidence of Student Understanding
Create an anticipation guide about the sun, Earth and moon.
Sort out the pictures taken by students on Promethean.
Stage 3 -- Learning Plan Unit Overview
This is a two lesson (5 day today) unit that introduces students to the basic concept that the Sun and Earth interact to result in day and night. Furthermore, students will learn that both the Sun and moon are objects in space and have different roles in the day and night sky as seen from Earth.
In this unit, much of the technology use is in the hands of the teacher who will show students videos and various pre-made (by the teacher and other adults) graphics. So while this does not support the hands-on use of technology by students expressed in NETS-S, it is a suitable age-appropriate, use of technology-based resources to drive learning and discussion. The teacher can build upon this basic use of technology by discussing with students the various types of resources available online and some very basic strategies for choosing and using online information (NETS-S standard 3 on Research and Information Literacy). In Lesson 2, students use a digital camera to take pictures which then become data for full class discussion and analysis. This touches upon NETS-S standards 1, 2, and 3 (as noted in the lesson plan activities, below). Lesson Plans
Lesson 1 (1 Day)
Essential Question(s):
1. What are the Sun, Moon, and Earth?
Lesson Plan/Activities:
Using the Promethean board with a picture from kids Search on EBSCO the teacher will show a picture of the Sun, Moon, and Earth and elicit from the students what they already know and want to know about the topic. On a pre-made KWL chart the teacher will write the responses elicited from the students.
The teacher will introduce the basic vocabulary words associated with this unit (Sun, Moon, Earth, distance, space)
Using the picture on the Promethean board the teacher points to the picture of the sun, moon, and earth and have students say what they are as she/he writes them on the board. The teacher points to space and ask the students where these (sun, moon, earth) are located? She/He then points out that neither is located close to each other that there is distance between each.
On another Promethean flipchart already prepared by the teacher the students are given the opportunity to match the vocabulary words to the picture by using the ActivePen to drag and place the vocabulary word to its matching picture.
Next the class will watch a 06:27 min Discovery Education video on Night and Day. Copy and paste the URL below into your browser, do remember that an account needs to be set up before accessing the video.
At the end of the video the teacher will do a short summary with the students as to what the video was about.
Assessment:
Students will be given a sheet of paper and asked to draw a representation of the five vocabulary words and label each.
As the teacher elicits facts about the sun, moon, and earth from the students based on the video she/he will place the responses into the last column of the KWL chart.
Resources:
KWL Chart
Promethean Planet (many possible prepared flipcharts, but one possible is this one for ages 4 - 6)
Discovery Education (link noted above)
Brainpop Jr. videos on Light and The Sun. (similar resources exist on Promethean Planet, YouTube, and Discovery if the district does not have a Brainpop subscription)
Lesson 2
(4 days)
Essential Question(s):
1. How do the Sun, Moon, and Earth affect me?
Lesson Plan/Activities:
Day 1
Watch video (http://www.youtube.com/watch?v=W47Wa7onrIQ) to show the rotation of the earth around the sun and the moon's rotation around the Earth. Explain that this rotation is why the sun and moon are not always visible. Also that the tilt of the Earth (seen in the video) dictates changes in shadows.
Read fiction and non-fiction books about the moon (suggestions listed in Resources, below)
Days 2 through 4
On this day students are made aware that all tangible things have shadows. They will stand outside and observe their shadows. The teacher will select a student and have the student stand in a position where all can see his/her shadow. The teacher will ask the students what is causing the shadow. If they don’t know the teacher will tell them.
The next day, using a digital camera students will go outside in pairs at different times of the day and take pictures of their shadows. The goal is to have each pair of students take at least 3 pictures several hours apart. Teacher should note the time of day each photo is taken. [NETS 2a, b]
The next day, teacher will select several groups to present their picture series to the class (on the Promethean board). Using non-standard measuring units (e.g., crayons, tiles, sheet of paper, LinkNLearn Links, Interlocking Cubes, etc.) the class will identify that the length of the pictured shadows change according to times of day. [NETS 1d / 3b, d]
Returning to the concepts introduced in the YouTube video, the teacher will lead the class in a discussion where students learn that as the Earth rotates around the Sun throughout the day, the angle and the distance of the Earth from the Sun results in shadows of different length. This, along with the travel of the sun in the sky during day proves that the Earth moves around the Sun.
“If You Decide To Go To The Moon” by Faith McNulty (nonfiction)
“Papa Get the Moon for Me” by Eric Carle.
“Goodnight, Moon” by Margaret Wise Brown
Portions derived from Understanding By Design Worksheet Backwards Design Process (Developed by Grant Wiggins and Jay McTighe, 2002) and Creating 21st Century Classrooms III: Connecting the Dots unit template (VT Department of Education, 2010)
Kindergarten Unit on the Sun, Moon, Earth, Day and NightStage 1 -- Desired Results
Science Content Standard Addressed
SK.ESS2: Earth and Space Science
The learner will be able to describe the influence of the sun and moon with relationship to day and night.
SK. REI2
The learner will be able to sort objects by comparing common traits and uncommon traits.
Other Content Area Standards Addressed
MK.MEA.4: Measurement:
The learner will be able to measure the length of objects using nonstandard units; compare and sort objects by length.
MK.MEA.7: Measurement:
The learner will be able to approximate and measure time as day or night; morning, afternoon, or evening; and yesterday, today, or tomorrow.
MK.DPS.3: Data Analysis, Probability, Statistics:
The learner will be able to collect and organize data related to familiar experiences by using various methods to include counting, tallying and using stickers.
MK.DPS.5: Data Analysis, Probability, Statistics
The learner will be able to make interpretations of data displayed in concrete or pictorial graphs.
LK.LIS1: Behaviors: Details/Name
The learner will be able to listen to nursery rhymes, fairy tales and short stories for important details.
LK.LIS2: Response: Oral Presentations
The learner will be able to listen and respond to oral messages.
LK.LIS6: Direction Follow:
The learner will be able to follow directions with one and two steps.
RK.ROP.1:
The learner will be able to interact with the text to construct and extend meaning.
RK.ROP.2:
The learner will be able to use graphic organizers (lists, charts, diagrams, story maps, maps, and illustrations) to examine and visually represent relationships in a text.
RK.WAV.1:
The learner will be able to identify and sort pictures of common objects into basic categories.
RK.WAV.2:
The learner will be able to increase his/her vocabulary over time through interaction and use in different contexts.
NETS-S Standards Addressed
ISTE NETS-S Standards Document
(embedded and noted in plan activities, below)
Also, see note on technology use in Unit Overview below.
Enduring Understanding/Goal
Essential Questions
Student Objectives (Learning Outcomes)
Students will be able to:
Stage 2 -- Assessment Evidence
Performance Tasks
Students will:
Other Evidence of Student Understanding
Stage 3 -- Learning Plan
Unit Overview
This is a two lesson (5 day today) unit that introduces students to the basic concept that the Sun and Earth interact to result in day and night. Furthermore, students will learn that both the Sun and moon are objects in space and have different roles in the day and night sky as seen from Earth.
In this unit, much of the technology use is in the hands of the teacher who will show students videos and various pre-made (by the teacher and other adults) graphics. So while this does not support the hands-on use of technology by students expressed in NETS-S, it is a suitable age-appropriate, use of technology-based resources to drive learning and discussion. The teacher can build upon this basic use of technology by discussing with students the various types of resources available online and some very basic strategies for choosing and using online information (NETS-S standard 3 on Research and Information Literacy). In Lesson 2, students use a digital camera to take pictures which then become data for full class discussion and analysis. This touches upon NETS-S standards 1, 2, and 3 (as noted in the lesson plan activities, below).
Lesson Plans
Lesson 1
(1 Day)
Essential Question(s):
1. What are the Sun, Moon, and Earth?
Lesson Plan/Activities:
Assessment:
Resources:
Lesson 2
(4 days)
Essential Question(s):
1. How do the Sun, Moon, and Earth affect me?
Lesson Plan/Activities:
Day 1
Days 2 through 4
Resources:
Portions derived from Understanding By Design Worksheet Backwards Design Process (Developed by Grant Wiggins and Jay McTighe, 2002) and Creating 21st Century Classrooms III: Connecting the Dots unit template (VT Department of Education, 2010)